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278 pages Year Published: 2009

Teaching Literary Research: Challenges in a Changing Environment is a collection of essays that explores the relationship between information literacy and literary research. English professors and librarians provide perspectives on this relationship through presentations of best practices in teaching students from first year undergraduate through graduate levels.

Their work focuses on the significance of information literacy to the teaching of research methods in literary studies. This volume meets the need for an expanded exploration of best practices in teaching literary research to students at various levels, undergraduate through graduate, and in various areas of literary focus. "The book" continues to be of utmost importance to the disciplines of language and literary study, but networks, databases, and digital works all have an impact on the research process of the literary scholar. This collection of essays confronts these challenges and presents effective practices as experienced from both the teaching faculty and librarian points of view.

Teaching Literary Research is #60 in the ACRL Publications in Librarianship monographic series, an occasional series focusing on research projects of interest to the academic library community. For more information on how to publish a PIL book contact the ACRL PIL Editor, Craig Gibson at jgibson1@gmu.edu

Chapter 13: Work in Progress: An Assessment of the Literature of Literary Research Instruction, 1978-2003Daniel Coffey

Chapter 14: Work in Progress: An Assessment of the Literature of Literary Research Instruction, 2002-2008Kathleen A. Johnson

Appendix:
Research Competency Guidelines for Literatures in English, June 2007

Contributors

Index

About the EditorsKathleen A. Johnson is Professor of Libraries, University of Nebraska-Lincoln (NE). Steven R. Harris is Director of Collections and Acquisitions Services, University of New Mexico Libraries (NM).

This important book deepens our understanding of how academic libraries can better serve students’ needs, and also serves as a model for other researchers interested in a user-centered approach to evaluating library services.